Results for 'educational inequality'

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  1. Educational inequality and state-sponsored elite education: the case of the Dutch gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56 (4):522-546.
    In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher (...)
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  2. Educational Justice: Liberal ideals, persistent inequality and the constructive uses of critique.Michael S. Merry - 2020 - New York: Palgrave Macmillan.
    There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...)
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  3. Fantastic Educational Gaps and Where to Find Them: LERB – A Model to Classify Inequity and Inequality.Anh-Duc Hoang - 2019 - Journal of International Education and Practice 2 (4):19-28.
    In today’s world, education is less being considered as an outcome, but more as a journey. As the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes. Nowadays, the chaotic situation of today's VUCA world (volatility, uncertainty, complexity, and ambiguity) is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop (...)
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  4. Anatomies of inequality: considering the emotional cost of aiming higher for marginalised, mature, mothers re-entering education.Dawn Mannay & Melanie Morgan - 2013 - Journal of Adult and Continuing Education 19 (1):57-75.
    The Anatomy of Economic Inequality in Wales (2011) provides quantitative evidence for the pervasive nature of class-based inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. This article moves beyond the baseline figures and argues that for marginalised, mature mothers re-entering education, the emotional cost is often one that they are unable to pay, and that practitioners and policy makers need (...)
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  5. Majority-minority Educational Success Sans Integration: A Comparative-International View.Michael Merry - 2023 - The Review of Black Political Economy 50 (2):194-221.
    Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence (...)
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  6. Neoliberalism and education.Lawrence Blum - 2023 - In Randall R. Curren (ed.), Handbook of philosophy of education. New York, NY: Routledge. pp. 257-269.
    Neoliberalism is an approach to social policy, now globally influential, that applies market approaches to all aspects of social life, including education. Charter schools, privately operated but publicly funded, are its most prominent manifestation in the U.S. The neoliberal principles of competition, consumerism, and choice cannot serve as foundations of a sound and equitable public education system. Neoliberalism embraces socio-economic inequality overall and in doing so constricts any justice mission its adherents espouse in virtue of serving a relatively disadvantaged (...)
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  7. Reducing social inequality: the capabilities on the maintenance of human security / Reduzindo as desigualdades sociais: as capacidades na manutenção da segurança humana.Rodrigo Cid - 2010 - Páginas de Filosofía 2 (2):107-137.
    This text is the result of academic research aimed at achieve the goal of finding viable ways to reduce social inequalities in the Brazilian context through the education. Our main focus was the pursuit of reducing violence through education and the ways in which education can promote development and security human in general. In order to achieve this goal with clarity and consistency, I address theoretical and practical issues. The part theory clarifies the essential concepts and establishes the background for (...)
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  8. Income Inequality: What’s Wrong with It, and What’s Not.Filip Spagnoli - manuscript
    In this paper, I list a number of commonly cited negative effects of high or rising levels of income inequality and examine the literature in order to assess the statistical and empirical evidence in favor of or against the presence and/or strength of those negative effects. Given the prevalence of the topic of income inequality in contemporary political, economic and social discussions, it's important to have a good understanding of the effects of income inequality and to be (...)
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  9. Knowledge Resource Inequality.Sidharta Chatterjee - 2021 - IUP Journal of Knowledge Management 19 (3):49-75.
    Inequality is an effect of much concern for economists and policy makers. Inequality gives rise to poverty, a phenomenon still troubling the world economy, characterized by a gap wherein the standard deviation between the rich and the poor is too high. Various factors are attributed to the growing inequality, but one which is often overlooked is misallocation of knowledge resources. In this paper, we reinforce the concept of knowledge as being a capital resource. Following this, by using (...)
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  10. Educational Justice and School Boosting.Marcus Arvan - 2024 - Social Theory and Practice 50 (1):1-31.
    School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for rectifying (...)
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    Public Secondary Education in Rural Areas in Haiti - Dominance and Abuse of Power Through The Lens of Polarities of Democracy Theory.Calixte-Hallworth Marjorie - 2024 - Agpe the Royal Gondwana Research Journal.
    Public secondary schools are scarcely available to children in rural Haiti who want to continue their education beyond primary school. While some remote communities may offer private schools, poor families simply cannot afford to send their children to private schools or even move to a city where they have options to attend public secondary schools. The research examined the perspectives of well-informed Haitian educators and other educators who were familiar with the issue of limited access to public secondary education in (...)
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  12. Reframing the Purpose of Business Education: Crowding-in a Culture of Moral Self-Awareness.Julian Friedland & Tanusree Jain - 2022 - Journal of Management Inquiry 31 (1):15-29.
    Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for business education. To (...)
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  13. Are There Moral Limits to Wage Inequality?Kory P. Schaff - 2021 - In Anders Örtenblad (ed.), Equal Pay for All. pp. 167-81.
    Income inequality in democratic societies with market economies is sizable and growing. One reason for this growth can be traced to unequal forms of compensation that employers pay workers. Democratic societies have tackled this problem by enforcing a wage standard that all workers are paid regardless of education, skills, or contribution. This raises a novel question: Should there be equal pay for all workers? To answer it, we need to investigate some factors that are relevant to the unequal conditions (...)
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  14. Chapter 7: Climate Education for Women and Youth.Chuck Chuan Ng - 2021 - Washington D.C.: Global Youth Climate Network (GYCN).
    CLIMATE EDUCATION FOR WOMEN AND YOUTH Around the world, people still lack basic awareness and understanding of the drivers and impact of climate change, as well as options for reducing carbon emissions and adapting to the climate change impacts. In addition, climate change impacts are not equally distributed. Gender inequalities and development gaps increase the impacts of climate change for women and young people. Driving climate action through educating and empowering women and youth could lead to building resilience within communities. (...)
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  15. Citizenship, Structural Inequality and the Political Elite.Michael Merry - 2018 - On Education 1 (1).
    Whatever the merits idealized liberal accounts of citizenship education may have in the seminar room, in this essay I argue that they are both unpersuasive and ineffectual. This is the case, because they are insufficiently attentive to the empirical realities, first (a) with respect to how real – versus imaginary – school systems function; and second, (b) with respect to the broader political context in which citizenship education policies are implemented. Because so much is already known about the former, I (...)
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  16. The language policy and inequalities in institutions of higher learning in South Africa.Deepak Kumar (ed.) - 2021 - London and New York: Routledge.
    Education is essential to ensure the overall development of individuals. However, there exists a symbiotic relationship between language and education: the language of education determines one’s socio-economic position. Notably, knowledge production and dissemination in South Africa is dominated by English and vernacular languages are neglected. This discriminatory binary exists from primary schools to universities. It creates challenges for black, underprivileged, rural and semi-urban students, as they lack proficiency in English (known as the language of elites). Along with cultural and racial (...)
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  17. Emancipatory and Critical Language Education: A Plea for Translingual Possible Selves and Worlds.Maria Formosinho, Carlos Reis & Paulo Jesus - 2019 - Critical Studies in Education 60 (2):168-186.
    Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a (...)
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  18. Reconstituting the Right to Education.Joshua Weishart - 2016 - Alabama Law Review 67 (4):915.
    Confronting persistent and widening inequality in educational opportunity, advocates have regarded the right to education as a linchpin for reform. In the forty years since the Supreme Court relegated that right to the domain of state constitutional law, its power has surged and faded in litigation challenging state school finance systems. Like so many of the students it is meant to protect, however, the right to education has generally underachieved, in part because those wielding it have not always (...)
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  19. Rights of inequality: Rawlsian justice, equal opportunity, and the status of the family.Justin Schwartz - 2001 - Legal Theory 7 (1):83-117.
    Is the family subject to principles of justice? In "A Theory of Justice", John Rawls includes the (monogamous) family along with the market and the government as among the, "basic institutions of society", to which principles of justice apply. Justice, he famously insists, is primary in politics as truth is in science: the only excuse for tolerating injustice is that no lesser injustice is possible. The point of the present paper is that Rawls doesn't actually mean this. When it comes (...)
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  20. Educator Identity Development on The Trans-cultural Journeys.Nguyen Le, Chieh-Tai Hsiao & Youmi Heo - 2019 - In Nguyen Le, Chieh-Tai Hsiao & Youmi Heo (eds.), 2019 Canadian International Conference on Education, Toronto. Toronto, Canada: University of Toronto. pp. 1-4.
    We are three emerging educators, from the East to the West, reflecting on our lived experiences in Asian educational contexts and shaping our identities through a connection between the motherlands and the places we immigrated to. Our educator identities have been grounded on the social inequities we experienced in Asian education through the lens of culturally and socially Asian teachers studying in Canadian institutions. We story our lived experiences by using photo-voice research method to elicit our East-to-West transcultural journeys. (...)
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  21. Education, choice, and the uncanny father, by Ren*t* S*lecl.Terence Rajivan Edward - manuscript
    This paper contains my second attempt to pastiche the Lacanian philosopher and social theorist Renata Salecl. The pastiche responds to the theories of social inequality and education of Pierre Bourdieu.
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  22. Perceiving university education as more important for men than for women: Gender differences and predictors of this perception in Muslim societies.Nur Amali Aminnuddin - 2020 - Psychological Thought 13 (1):99-126.
    Education for women in Muslim societies had been discussed widely. However, it remains unclear if the perception of the importance of university education in Muslim societies and its predictors are different between men and women. Therefore, this research examined the following misogynistic perception among both genders: university education is more important for men than for women. This research aimed to determine gender differences and predictors of this perception. Sample populations were from Malaysia (N=820), Singapore (N=320), India (N=447), and Pakistan (N=1195). (...)
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  23. Equality and Educational Justice.Michael Merry - 2018 - In M. A. Peters (ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
    Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would (...)
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  24. Ecosocial citizenship education: Facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the (...)
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  25. Philosophical considerations in health: conceptualizing to educate—a perspective on neglected tropical diseases in Brazil.Dilvani Oliveira Santos, Ludmila Veiga Faria & Anna Fernandes S. C. Nascimento - manuscript
    This paper aims to recover the history of health concept evolution from its birth in Ancient Greece to the contemporary days, drawing an overview of the firsts philosophical thoughts about health in distinctive historical periods, analyzing how this concept has been impacted by knowledge improvement and both research and technological discoveries over time. In order to understand the persistence of Neglected Tropical Diseases which causes physical disabilities and social discrimination, this paper will focus on Leprosy and Cutaneous Leishmaniasis and its (...)
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  26.  86
    Barriers to Effective Public Secondary Education in Rural Areas in Haiti.Calixte-Hallworth Marjorie - 2023 - Dissertation, Walden University
    The limited access to public secondary education in rural regions of Haiti has impacted children who want to pursue their education beyond the primary level. This generic qualitative study aimed to explore the perceptions of informed Haitian educators and other educators who were knowledgeable about the lack of access to public secondary education in rural Haiti, specifically through the framework of polarities of democracy theory. Data were gathered by conducting semistructured interviews with 20 educators who were situated in both Haiti (...)
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  27. Reflections on Brown vs. Board of Education and School Integration Today.Lawrence Blum - 2019 - The Harvard Review of Philosophy 26:37-57.
    The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning (...)
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  28. Foundations of Critical Race Theory in Education.Edward Taylor, David Gillborn & Gloria Ladson-Billings (eds.) - 2009 - Routledge.
    The emergence of Critical Race Theory marked an important point in the history of racial politics in the legal academy and the broader conversation about race and racism in the United States. More recently, CRT has proven an important analytic tool in the field of education, offering critical perspectives on race, and the causes, consequences and manifestations of race, racism, inequity, and the dynamics of power and privilege in schooling. This groundbreaking anthology is the first to pull together both the (...)
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  29. Fostering Inclusivity through Social Justice Education: An Interdisciplinary Approach.Paul E. Carron & Charles McDaniel - 2020 - In Paul E. Carron & Charles McDaniel (eds.), Breaking Down Silos: Innovation, Collaboration, and EDI Across Disciplines. pp. 51-60.
    Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course integrates (...)
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  30. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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  31. Trans-Cultural Journeys of East-Asian Educators: The Impact of the Three Teachings.Nguyen Hoang Giang-Le, Chieh-Tai Hsiao & Youmi Heo - 2020 - International Journal for Cross-Disciplinary Subjects in Education 11 (1):4201-4210.
    This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by (...)
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  32. In defense of the progressive stack: A strategy for prioritizing marginalized voices during in-class discussion.Jake Wright - 2018 - Teaching Philosophy 41 (4):407-428.
    Progressive stacking is a strategy for prioritizing in-class contributions that allows marginalized students to speak before non-marginalized students. I argue that this strategy is both pedagogically and ethically defensible. Pedagogically, it provides benefits to all students (e.g., expanded in-class discourse) while providing special benefits (e.g., increased self-efficacy) to marginalized students, helping to address historic educational inequalities. Ethically, I argue that neither marginalized nor non-marginalized students are wronged by such a policy. First, I present a strategy for self-disclosure that reduces (...)
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  33. Investigation of the Impacts of the COVID-19 Pandemic on Local and Indigenous Communities’ Socio-economic Status.Narith Por - 2021 - Ponlok Chomnes.
    The study aims to investigate indigenous communities’ socio-economic impacts as a result of the COVID-19 pandemic and to explore coping strategies to aid in the socio-economic recovery of indigenous communities. -/- The COVID-19 pandemic has had a negative impact on indigenous people's livelihoods, including employment and income, education, the migration of people, health, and natural resources. As a result of COVID-19, the indigenous people have lost their employment and income. The price of fish has decreased, which has lowered their ability (...)
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  34. Review of Darby & Rury's The Color of Mind: why the origins of the achievement gap matters for justice. [REVIEW]Michael Merry - 2018 - Theory and Research in Education 16 (3):381-384.
    One cannot adequately understand the persistence of the achievement gap, Darby and Rury argue, until one knows and understands the history that continues to inflict all varieties of dignitary harm on Black people. The authors deploy the phrase, ‘color of mind’, to describe the deeply embedded attitudinal and institutional norms that diminish the intellect, character, and conduct of Black students – norms with a long history that continue to poison the school system. There is, of course, no dearth of American (...)
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  35. Konfuçyüs Öğretisinde Nepotizm Sorunu.İlknur Sertdemir - 2022 - Felsefe Dünyasi 1 (75):364-383.
    The teaching of Confucius, one of the doctrines built Chinese philosophy, is the movement of thought that has penetrated politics, education, manners and customs in East Asia for centuries. Reading the principles that advise wisdom and virtue through classical texts, we can find out normative moral knowledge. This teaching, in which ethical standards guiding human relations are regulative, promotes hierarchy as required by patriarchal and patrimonial regime. Social structure is grounded on discrimination between nobles and commons. Since the rights and (...)
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  36. In defence of the school: A public issue.Jan Masschelein & Maarten Simons - 2013 - E-ducation, Culture & Society Publishers.
    As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: (...)
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  37. Democratic Deliberation in the Absence of Integration.Michael Merry - 2023 - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge University Press. pp. 230-249.
    In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this (...)
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  38. Resistance Training.Alex Madva - 2020 - The Philosophers' Magazine 91:40-45.
    The summer of 2020 witnessed perhaps the largest protests in American history in response to police and vigilante brutality against the black community. New protests are still erupting every time another suppressed video, such as of Daniel Prude, surfaces, or another killing, such as Breonna Taylor’s, goes unpunished. As communities demand meaningful reform, the point – or pointlessness – of “implicit bias training” takes on renewed urgency. Implicit bias trainings aim to raise awareness about the unwitting or unwilling prejudices and (...)
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  39.  41
    Meta-Analysis of the Book Privilege, Power, and Difference: A Review of the Dimensions of Institutional Segregation as Psychological Paradox.Alexej Savreux - 2017 - Scholarspace.
    This paper analyzes and synthesizes concepts and alternative perspectives of sociologist and author Allan G. Johnson’s book “Privilege, Power, and Difference” through the lens of the sociological imagination. The first phase of the review addresses the different chapter dimensions of the concept (or purported abstraction) of ‘inequality’ as social, economic, and historical concretion. The model is later elaborated upon, and the work is extrapolated into a meta-theoretical analysis of the first seven chapters of the textbook. By identifying and reviewing (...)
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  40. USA and Canada: high income maldevelopment.Eric Palmer - 2019 - In Drydyk Jay & Keleher Lori (eds.), Handbook of Development Ethics. Routledge. pp. 416-423.
    This 4000 word entry to Routledge’s Handbook of Development Ethics (Jay Drydyk & Lori Keleher, eds., 2018) considers development within United States of America and Canada. Indigenous peoples and their nations are also featured. Canada and USA are both characterized by the UN Development Program as maintaining very high human development. Addressable weaknesses are nevertheless evident when performance is compared, for example, with OECD member nations. This entry focuses upon such comparison, noting characteristic political institutions and attendant social inequality (...)
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  41. Skilled Migration: Who should pay for what?Speranta Dumitru - 2012 - Diversities 14 (1):8-23.
    Brain drain critiques and human rights advocates have conflicting views on emigration. From a brain drain perspective, the emigration harms a country when emigrants are skilled and the source country is poor. From the human rights perspective, the right "to leave any country, including one's own" is a fundamental right, protected for all, whatever their skills. Is the concern with poverty and social justice at odds with the right to emigrate? At the beginning of the l970s, the economist Jagdish Bhagwati (...)
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  42. #FeesMustFall and the decolonised university in South Africa: tensions and opportunities in a globalising world.Dominic Griffiths - 2019 - International Journal of Educational Research 94:143-149.
    Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets (...)
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  43. Global Philosophy: What Philosophy Ought to Be.Nicholas Maxwell - 2014 - Exeter, UK: Imprint Academic.
    These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...)
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  44. The Digital Agency, Protest Movements, and Social Activism During the COVID-19 Pandemic.Asma Mehan - 2023 - In Gul Kacmaz Erk (ed.), AMPS PROCEEDINGS SERIES 32. AMPS. pp. 1-7.
    The technological revolution and appropriation of internet tools began to reshape the material basis of society and the urban space in collaborative, grassroots, leaderless, and participatory actions. The protest squares’ representation on Television screens and mainstream media has been broad. Various health, governmental, societal, and urban challenges have marked the advent of the Covid-19 virus. Inequalities have become more salient as poor people and minorities are more affected by the virus. Social distancing makes the typical forms of protest impossible to (...)
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  45. Can Schools Teach Citizenship?Michael Merry - 2020 - Discourse 41 (1):124-138.
    In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...)
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  46. From Gender Segregation to Epistemic Segregation: A Case Study of The School System in Iran.Shadi Heidarifar - 2023 - Journal of Philosophy of Education 57 (4-5):901-922.
    In this paper, I show that there is a bidirectional relationship between gender-based social norms and gender-segregated education policies that excludes girls from knowledge production within the Iranian school system. I argue that gender segregation in education reproduces hermeneutic inequality through the reinforcement of epistemic segregation as a form of epistemic injustice. In particular, I focus on gender-based instructional epistemic injustice, which refers to a set of epistemic practices that actively exclude a student or an education professional in their (...)
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  47. Is Science Neurotic?Nicholas Maxwell - 2004 - London: World Scientific.
    In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and institutions (...)
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  48. Political Quality.David Estlund - 2000 - Social Philosophy and Policy 17 (1):127.
    Political equality is in tension with political quality, and quality has recently been neglected. My thesis is that proper attention to the quality of democratic procedures and their outcomes requires that we accept substantive inequalities of political input in the interest of increasing input overall. Mainly, I hope to refute political egalitarianism, the view that justice or legitimacy requires substantive political equality, specifically equal availability of power or influence over collective choices that have legal force. I hope to show that (...)
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  49. Maimed, Disabled, Enslaved as Commodity: Child Maiming in the Lens of Critical Consciousness.John C. H. Hu - 2023 - Annals of Philosophy, Social and Human Disciplines 2023 (1):1-17.
    This essay seeks to acknowledge the unsettling reality of children being intentionally maimed towards disability and disfigurement as economic commodity. The issue is easily invisibilized in modern education, and understandably so: the trauma triggered by these bloody realities can automatically disqualify the content for formal in school education as a form of “unwelcome truth”. Freire and Fanon, however, did not shy away from the horrific state of life for the oppressed and the wretched in their consideration of pedagogy. The lived (...)
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  50. Medical Brain Drain: Free-Riding, Exploitation, and Global Justice.Merten Reglitz - 2016 - Moral Philosophy and Politics 3 (1): 67-81.
    In her debate with Michael Blake, Gillian Brock sets out to justify emigration restrictions on medical workers from poor states on the basis of their free-riding on the public investment that their states have made in them in form of a publicly funded education. For this purpose, Brock aims to isolate the question of emigration restrictions from the larger question of responsibilities for remedying global inequalities. I argue that this approach is misguided because it is blind to decisive factors at (...)
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